The National Board of Professional Teaching Standards states that model teachers reflect on children's work to inform their practice. The study examines what that means for pre-service early childhood teachers. Six student teachers were asked to reflect on their practice by talking about their teaching when viewing children's work generated by the student teacher's lesson. A phenomenological approach was used to analyze their responses. Four of the six student teachers in the study did not question their practice and made few connections between children's work and their teaching. Two student teachers, identified as more highly reflective, questioned the status quo of the more traditional classrooms in which they were placed. The results of the study seem to show that reflective student teachers can use children's work to inform their practice.